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Sokolow- Differentiated Instruction Sokolow- Differentiated Instruction The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Sokolow, Karen. 2018. Sokolow- Differentiated Instruction. Master's thesis, Harvard Extension School. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37365369 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Design and Implementation of a High School Mathematics Class Using Differentiated Instruction Techniques Karen Sokolow A Thesis in the Field of Mathematics and Teaching for the Degree of Master of Liberal Arts in Extension Studies Harvard University March 2018 Copyright 2018 Karen Sokolow Abstract This thesis describes the design and implementation of a high school mathematics class using a variety of Differentiated Instruction (DI) techniques. The course offers an alternative to the traditional mathematics curriculum sequencing – starting with Algebra 1, progressing through Geometry, Algebra 2, PreCalculus before terminating with either Calculus or Statistics – with the goal of maintaining DI as a core concept. Originally, the class was offered as an alternative to a conventional calculation-based approach common in a standard high school mathematics class. Instead, the class presented a project-based interdisciplinary approach to a variety of topics ranging from Number History to Music to Personal Finances. The mathematics department kept three distinct goals in mind when proposing the class. First, we hoped to retain enrollment in mathematics beyond baseline graduation expectations. Second, we hoped to engage the interest of students who do not display overt enthusiasm or aptitude in the established sequence of classes. Third, we hoped to offer a challenge to students who display high mathematical skill or high interest by giving a survey of more advanced topics and the historical, theoretical, practical and creative contexts of mathematics. In designing this class, I noticed a relative lack of significant DI lesson plans. I wondered if this was a function of the subject. Perhaps mathematics did not lend itself to creative differentiation and meaningful integration of learning modalities. I sought to design a class that would concentrate on differentiation as a core concept and explore the benefits this could give the students. I aimed to provide a framework for meaningful content acquisition in a context that could be applied to both non-traditional and more classically structured classrooms and classes. In order to integrate the student experience into the in-depth examination of Differentiated Instruction, I elicited student feedback. I requested that students help determine the structure of the class and examine the success of each class design. I asked them to analyze their thought processes, approaches to the DI methods, their responses to the activities and their interactions with the content. Although I set out to alter the class experience through DI, the act of questioning the students and observing the class produced informative and positive results. By asking the students to examine their response to DI, and encouraging their metacognitive efforts, the students were able to demonstrate a more thorough understanding of content than I had anticipated. The focus on DI altered my process as a teacher but the process of asking for student feedback and preferences altered the student experience. Frontispiece Fibonacci Spiral with horse chestnut. Original artwork and inspiration for class project. Dedication To my students who inspire me to be a better teacher. To Tim who inspires me to be a better person. Acknowledgments Thank you to my school community for supporting this project and their faith in my creative vision for the potential of mathematics. Thank you to Andy Engelward for gently and consistently encouraging me to keep going. Thank you to my closest friends and family for providing encouragement and support, my partner for unwavering love and a multitude of dinners and the women in my life who, nevertheless, persist. Table of Contents Abstract .................................................................................................................... iii Frontispiece ......................................................................................................................v Dedication .................................................................................................................... vi Acknowledgments............................................................................................................. vii List of Tables .................................................................................................................... xi List of Figures ................................................................................................................... xii Chapter I Introduction .........................................................................................................1 Inspiration and Thesis Project ..................................................................................2 Chapter II Theoretical Background .....................................................................................7 Multiple Intelligences ..............................................................................................8 Learning Styles ......................................................................................................12 Differentiated Instruction .......................................................................................14 Exploring Meaningful Differentiation in Mathematics .........................................21 Chapter III Course Design and Execution .........................................................................25 Overview ................................................................................................................25 Timeline of Class ...................................................................................................28 Chapter IV Sample Lessons with Discussion ....................................................................33 Lesson 1: Information Acquisition ........................................................................33 Lesson 2: Summative Assessment .........................................................................37 Transition Between Units ......................................................................................42 Lesson 3: Formative Assessment ...........................................................................45 Lesson 4: Information Acquisition ........................................................................51 Conclusion .............................................................................................................57 Chapter V Reflection and Analysis....................................................................................58 Focus on Differentiated Instruction in the Classroom ...........................................58 Obstacles and Challenges ......................................................................................65 Role of Technology................................................................................................67 Applications in Other Classrooms .........................................................................72 Future Considerations for the Class .......................................................................77 Conclusion .............................................................................................................78 Appendix 1 Lesson 1: Information Acquisition.................................................................80 Changing Bases: Template Notes and Individual Work ........................................80 Appendix 2 Lesson 2: Summative Assessment Text Resources ......................................85 Preparation for Summative Assessment- Study Guide ..........................................85 Summative Assessment- Traditional Style Test ....................................................86 Summative Assessment- Project Text ...................................................................88 Appendix 3 Lesson 3: Formative Assessment Student Directions and Assignment .........89 Project Text- Introduction to Assignment..............................................................89 Appendix 4 Lesson 4: Information Acquisition Notes Template ......................................91 Appendix 5 Text of Student Surveys .................................................................................93 Differentiated Instruction as it pertains to Content Acquisition and Instruction Technique ...............................................................................................................93 Differentiated Instruction as it pertains to Assessment ..........................................94 Differentiated Instruction as it pertains to Confidence Level and Mood ...............95 Differentiated Instruction as it pertains to Content of Course ...............................96 Appendix 6 Student Responses to Selected Survey Questions ..........................................99 Student Response to Preferred Assessment Style ..................................................99 Student Response
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